Progress Monitoring DIBELS Oral Reading Fluency Fifth ...
Dynamic Indicators of Basic Early Literacy Skills 6th Edition
DIBELS
Progress Monitoring DIBELS Oral Reading Fluency
Fifth Grade Scoring Booklet
Edited By: Roland H. Good III Ruth A. Kaminski University of Oregon
Available:
Instructions: This packet includes 2 parts: the student response form and student stimulus materials. The student response forms are photocopied back to back and saddle stapled. The same form is used by each student for each benchmark assessment throughout the year. The second part is the reusable student stimulus materials. Make one copy for each person who is doing the benchmark testing. They can be
laminated and comb bound for reuse.
Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: .
? 2003, 2003 Dynamic Measurement Group, Inc.
Revised: 10/23/03
DIBELS Oral Reading Fluency Short Form Directions
Make sure you have reviewed the long form of the directions and have them available. Say these specific directions to the student:
Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say, "stop" I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.
Start your stopwatch when the student says the first word of the passage.
At the end of 1 minute, place a bracket ( ] ) after the last word provided by the student, stop and reset the stopwatch, and say,
Stop. (remove the passage)
If the student reads more than 10 words correct, proceed with the retell part. Say,
Please tell me all about what you just read. Try to tell me everything you can. Begin. Start your stopwatch after you say
"begin".
The first time the student does not say anything for 3 seconds, say
"Try to tell me everything you can." This prompt can be used
only once.
If the student does not say anything or gets off track for 5 seconds, circle the total number of words in the student's retell and say,
"Stop."
At the end of 1 minute, circle the total number of words in the
student's retell and say, "Stop."
Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: .
Page 44
? 2003, 2003 Dynamic Measurement Group, Inc.
Dynamic Indicators of Basic Early Literacy Skills 6th Ed.
University of Oregon Fifth Grade ? DIBELS Oral Reading Fluency
Name:
Teacher:
June Scores
May Scores
April Scores
March Scores
Feb. Scores
Jan. Scores
Dec. Scores
Nov. Scores
Oct. Scores
Sept. Scores Wk 1
Wk 3
Wk 2
140 120 100
80 60 40 20
? 2003, 2003 Dynamic Measurement Group, Inc. Revised: 10/23/03
Page 1
Wk 4 *Each tick is 4 points. Goal of 124 is an initial estimate.
Progress Monitoring Probe 1 DIBELS Oral Reading Fluency
High-Speed Trains
Every day in places around the world, special trains called
10
high-speed trains travel between cities at amazingly fast speeds. 20
Passengers everywhere seem to love the ride these trains
29
provide. Adam Lee, a teacher, recently rode a high-speed train in 41
France. "I felt as if I was gliding along on a sheet of ice," he
56
reported.
57
One type of high-speed train was first introduced in Japan
68
about forty years ago. The train is low to the ground, and its nose 82
looks somewhat like the nose of a jet. Because of its sleek
94
design, the train is called a bullet train. Early bullet trains
105
provided the first passenger service that moved at a speed of one 117
hundred miles per hour. Today, bullet trains are even faster,
127
traveling at speeds of almost two hundred miles per hour.
137
There are many reasons that high-speed trains are popular. 147
For one thing, the trains have excellent safety records. In Japan, 158
three billion passengers have ridden on bullet trains, and yet not 169
one person has ever been injured. In addition, high-speed trains 180
do not use as much fuel as other forms of transportation. They 192
are powered by electricity that comes from a wire running above 203
the train. As a result, they burn less fuel than older trains and
216
jets.
217
Another reason that high-speed trains are popular is their
227
comfort. Passengers sit in wide, comfortable seats and watch the 237
passing view from wide windows. In some trains, these happy 247
customers are even served food and drinks.
254
Experts are using technology to design ever faster high-speed 264
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? 2003, 2003 Dynamic Measurement Group, Inc.
Notes:
? 2003, 2003 Dynamic Measurement Group, Inc.
Page 43
Notes:
Progress Monitoring Probe 1 (Continued) DIBELS Oral Reading Fluency
High-Speed Trains (Continued)
trains. One of the newest types makes use of magnets in the train 277
tracks. The magnets turn on and off rapidly, causing the train to 289
"float" above the tracks. One train of this type can travel more 301
than thirteen miles in just seven minutes!
308
In the future, high-speed trains will, no doubt, be even faster 320
than they are today. In the meantime, if you ever have a chance 333
to ride a high-speed train, don't hesitate for a second. You may 346
just miss your chance.
350
ORF Total:_________
Retell:
* * * 30 * * * 60 * * * 90 * * * 120 * * * 150 * * * 180
Notes:
Retell Total:_________
Page 42
? 2003, 2003 Dynamic Measurement Group, Inc.
? 2003, 2003 Dynamic Measurement Group, Inc.
Page 3
Progress Monitoring Probe 2 DIBELS Oral Reading Fluency
A Streetcar Museum
During the early part of the twentieth century, people rode
10
trolleys, or streetcars, in some cities. These streetcars were small 20
railroad cars that operated on tracks. The earliest streetcars were 30
pulled by horses. They were introduced in New York City
40
almost two hundred years ago. Later streetcars were powered by 50
electricity, which came from overhead wires or from
58
underground rails. The use of streetcars decreased after the first 68
World War, when city leaders began to replace streetcars with
78
buses.
79
Today, people can still ride streetcars in a few of our nations' 91
cities. They can also see examples of streetcars at museums. For 102
example, the Shore Line Trolley Museum has almost one
111
hundred streetcars. The people who created this museum
119
carefully selected the streetcars on display. They wanted to show 129
their visitors all the different kinds of streetcars that once
139
existed. Visitors learn that most streetcars were built during a
149
thirty-year period now called the streetcar's "glory days." The 159
oldest streetcar at the museum is about one hundred and forty 170
years old, and still looks in good shape.
178
People who visit the museum usually start with a guided tour 189
of the exhibits. They learn about the history of streetcars, how 200
streetcars use power to run, and how streetcars affected people's 210
lives. They also see objects such as photographs, streetcar
219
schedules, and tickets. Next, they may stop by the workshop at 230
the museum. There, they can watch workers repairing streetcars 239
and preparing them for display.
244
Most visitors end their visit to the museum with a ride on a 257
streetcar. The ride takes the passengers along a scenic three-mile 268
route, traveling on rails that have been in place for a hundred
280
years. Like the other streetcars at the museum, these streetcars 290
Page 4
? 2003, 2003 Dynamic Measurement Group, Inc.
Progress Monitoring Probe 20 (Continued) DIBELS Oral Reading Fluency
The Food Tree (Continued)
branch hit the ground. The animals looked surprised because
310
lemon trees and tomato plants had never existed before. Soon, 320
different kinds of foods were growing from the ground
329
everywhere the animals looked.
333
A cheer arose from the group. They knew that because they 344
had worked together, there would now be food for all the
355
animals and people in the world to share.
363
ORF Total:_________
Retell:
* * * 30 * * * 60 * * * 90 * * * 120 * * * 150 * * * 180
Notes:
Retell Total:_________
? 2003, 2003 Dynamic Measurement Group, Inc.
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